Curriculum Contestation in a Post-Colonial Context: A View from the South

Autor/in	Luckett, Kathy
Titel	Curriculum Contestation in a Post-Colonial Context: A View from the South
Quelle	In: Teaching in Higher Education, 21 (2016) 4, S.415-428 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1155547
Schlagwörter	Higher Education; Foreign Countries; College Students; Activism; Blacks; Curriculum Development; Humanities; Social Sciences; Curriculum Implementation; Colleges; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Collegestudent; Aktivismus; Politischer Protest; Black person; Schwarzer; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; College; Hochschule; Fachhochschule
Abstract	This paper was motivated by student protests at the University of Cape Town, South Africa, where the Rhodes Must Fall collective called for the "decolonisation" of the university's curriculum. I deliberately adopt a "decolonial gaze" to re-describe the structural and cultural conditioning of the post-colonial university and the contradictions it sets up for black students. Using Archer's morphogenetic cycle and Bernsteins's pedagogic device I tease out what contestation for control of the curriculum entails, with a particular focus on the Humanities and Social Sciences. I identify three groups of students for whom the situational logic of the post-colonial university offers very different opportunities for agential development and therefore academic success. At the level of pedagogy, I suggest there may be a "collective hermeneutic gap" between some academics and their students. Finally the paper makes some suggestions for what curriculum reform in a post-colonial Humanities and Social Sciences might involve. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01